Chapter 1

Introduction

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 Distance education

Distance education or distance learning is the education of students who may not always

be physically present at a school. Traditionally this usually involved correspondence

courses wherein the student corresponded with the school via post. Today it involves

online education. Courses that are conducted (51 percent or more) are either hybrid,

blended or 100% whole instruction. Massive open online courses (MOOCs), offering

large-scale interactive participation and open access through the World Wide Web or

other network technologies, are recent developments in distance education.[1] A number

of other terms (distributed learning, e-learning, online learning, etc.) are used roughly

synonymously with distance education.

History

One of the earliest attempts was advertised in 1728 in the Boston Gazette for "Caleb

Philipps, Teacher of the new method of Short Hand," who sought students who wanted to

learn through weekly mailed lessons.

Sir Isaac Pitman, pioneer of distance education in the 1840s.

The first distance education course in the modern sense was provided by Sir Isaac Pitman

in the 1840s, who taught a system of shorthand by mailing texts transcribed into

shorthand on postcards and receiving transcriptions from his students in return for

correction. The element of student feedback was a crucial innovation of Pitman's system.

This scheme was made possible by the introduction of uniform postage rates across

England in 1840.

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This early beginning proved extremely successful, and the Phonographic Correspondence

Society was founded three years later to establish these courses on a more formal basis.

The Society paved the way for the later formation of Sir Isaac Pitman Colleges across the

country.

The first correspondence school in the United States was the Society to Encourage

Studies at Home, founded in 1873.

University correspondence courses

The University of London was the first university to offer distance learning degrees,

establishing its External Programme in 1858. The background to this innovation lay in

the fact that the institution (later known as University College London) was non-

denominational and, given the intense religious rivalries at the time, there was an outcry

against the "godless" university. The issue soon boiled down to which institutions had

degree-granting powers and which institutions did not.

The London University in 1827, drawn by Thomas Hosmer Shepherd

The compromise solution that emerged in 1836 was that the sole authority to conduct the

examinations leading to degrees would be given to a new officially recognized entity

called the "University of London", which would act as examining body for the University

of London colleges, originally University College London and King's College London,

and award their students University of London degrees. As Sheldon Rothblatt states,

"thus arose in nearly archetypal form the famous English distinction between teaching

and examining, here embodied in separate institutions." With the state giving examining

powers to a separate entity, the groundwork was laid for the creation of a programme
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within the new university that would both administer examinations and award

qualifications to students taking instruction at another institution or pursuing a course of

self-directed study.

Referred to as "People's University" by Charles Dickens because it provided access to

higher education to students from less affluent backgrounds, the External Programme was

chartered by Queen Victoria in 1858, making the University of London the first

university to offer distance learning degrees to students. Enrollment increased steadily

during the late 19th century, and its example was widely copied elsewhere. This program

is now known as the University of London International Programme and includes

Postgraduate, Undergraduate and Diploma degrees created by colleges such as the

London School of Economics, Royal Holloway and Goldsmiths.

In the United States, William Rainey Harper, first president of the University of Chicago,

developed the concept of extended education, whereby the research university had

satellite colleges of education in the wider community. In 1892 he also encouraged the

concept of correspondence school courses to further promote education, an idea that was

put into practice by Columbia University. Enrollment in the largest private for-profit

school based in Scranton, Pennsylvania, the International Correspondence Schools grew

explosively in the 1890s. Founded in 1888 to provide training for immigrant coal miners

aiming to become state mine inspectors or foremen, it enrolled 2500 new students in

1894 and matriculated 72,000 new students in 1895. By 1906 total enrollments reached

900,000. The growth was due to sending out complete textbooks instead of single

lessons, and the use of 1200 aggressive in-person salesmen. There was a stark contrast in

pedagogy:

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The regular technical school or college aims to educate a man broadly; our aim, on the

contrary, is to educate him only along some particular line. The college demands that a

student shall have certain educational qualifications to enter it, and that all students study

for approximately the same length of time, and when they have finished their courses

they are supposed to be qualified to enter any one of a number of branches in some

particular profession. We, on the contrary, are aiming to make our courses fit the

particular needs of the student who takes them.

Education was a high priority in the Progressive Era, as American high schools and

colleges expanded greatly. For men who were older or were too busy with family

responsibilities, night schools were opened, such as the YMCA school in Boston that

became Northeastern University. Outside the big cities, private correspondence schools

offered a flexible, narrowly focused solution. Large corporations systematized their

training programs for new employees. The National Association of Corporation Schools

grew from 37 in 1913 to 146 in 1920. Starting in the 1880s, private schools opened across

the country which offered specialized technical training to anyone who enrolled, not just

the employees of one company. Starting in Milwaukee in 1907, public schools began

opening free vocational programs.

Only a third of the American population lived in cities of 100,000 or more population In

1920; to reach the rest, correspondence techniques had to be adopted. Australia with its

vast distances was especially active; the University of Queensland established its

Department of Correspondence Studies in 1911. In South Africa, the University of South

Africa, formerly an examining and certification body, started to present distance

education tuition in 1946. The International Conference for Correspondence Education

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held its first meeting in 1938. The goal was to provide individualized education for

students, at low cost, by using a pedagogy of testing, recording, classification, and

differentiation.

Open universities

The Open University in the United Kingdom was founded by the then serving Labour

Party government under the prime minister, Harold Wilson, based on the vision of

Michael Young. Planning commenced in 1965 under the Minister of State for Education,

Jennie Lee, who established a model for the OU as one of widening access to the highest

standards of scholarship in higher education, and set up a planning committee consisting

of university vice-chancellors, educationalists and television broadcasters, chaired by Sir

Peter Venables. The British Broadcasting Corporation (BBC) Assistant Director of

Engineering at the time, James Redmond, had obtained most of his qualifications at night

school, and his natural enthusiasm for the project did much to overcome the technical

difficulties of using television to broadcast teaching programmes.

The Open University revolutionized the scope of the correspondence program and helped

to create a respectable learning alternative to the traditional form of education. It has been

at the forefront of developing new technologies to improve the distance learning service

as well as undertaking research in other disciplines. Walter Perry was appointed the OU's

first vice-chancellor in January 1969, and its foundation secretary was Anastasios

Christodoulou. The election of the new Conservative Party government under the prime

minister, Edward Heath, in 1970 led to budget cuts under Chancellor of the Exchequer

Iain Macleod (who had earlier called the idea of an Open University "blithering

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nonsense"). However, the OU accepted its first 25,000 students in 1971, adopting a

radical open admissions policy. At the time, the total student population of conventional

universities in the United Kingdom was around 130,000.

Athabasca University, Canada's Open University, was created in 1970 and followed a

similar, though independently developed, pattern. The Open University inspired the

creation of Spain's National University of Distance Education (1972) and Germany's

FernUniversitt in Hagen (1974). There are now many similar institutions around the

world, often with the name "Open University" (in English or in the local language).

Most open universities use distance education technologies as delivery methods, though

some require attendance at local study centres or at regional "summer schools". Some

open universities have grown to become mega-universities, a term coined to denote

institutions with more than 100,000 students.

Technologies

Although the expansion of the Internet blurs the boundaries, distance education

technologies are divided into two modes of delivery: synchronous learning and

asynchronous learning.

In synchronous learning, all participants are "present" at the same time. In this regard, it

resembles traditional classroom teaching methods despite the participants being located

remotely. It requires a timetable to be organized. Web conferencing, videoconferencing,

educational television, instructional television are examples of synchronous technology,

as are direct-broadcast satellite (DBS), internet radio, live streaming, telephone, and web-

based VoIP. Web conferencing software helps to facilitate meetings in distance learning
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courses and usually contain additional interaction tools such as text chat, polls, hand

raising, emoticons etc. These tools also support asynchronous participation by students

being able to listen to recordings of synchronous sessions. Immersive environments

(notably SecondLife) have also been used to enhance participant presence in distance

education courses. Another form of synchronous learning that has been entering the

classroom over the last couple of years is the use of robot proxies including those that

allow sick students to attend classes.

Some universities have been starting to use robot proxies to enable more engaging

synchronous hybrid classes where both remote and in person students can be present and

interact using telerobotics devices such as the Kubi Telepresence robot stand that looks

around and the Double Robot that roams around. With these telepresence robots, the

remote students have a seat at the table or desk instead of being on a screen on the wall.

In asynchronous learning, participants access course materials flexibly on their own

schedules. Students are not required to be together at the same time. Mail

correspondence, which is the oldest form of distance education, is an asynchronous

delivery technology, as are message board forums, e-mail, video and audio recordings,

print materials, voicemail, and fax.

The two methods can be combined. Many courses offered by both open universities and

an increasing number of campus based institutions use periodic sessions of residential or

day teaching to supplement the sessions delivered at a distance. This type of mixed

distance and campus based education has recently come to be called "blended learning"

or less often "hybrid learning". Many open universities uses a blend of technologies and a

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blend of learning modalities (face-to-face, distance, and hybrid) all under the rubric of

"distance learning".

Distance learning can also use interactive radio instruction (IRI), interactive audio

instruction (IAI), online virtual worlds, digital games, webinars, and webcasts, all of

which are referred to as e-Learning.

Radio and television

The rapid spread of film in the 1920s and radio in the 1930s led to proposals to use it for

distance education. By 1938, at least 200 city school systems, 25 state boards of

education, and many colleges and universities broadcast educational programs for the

public schools. One line of thought was to use radio as a master teacher.

Experts in given fields broadcast lessons for pupils within the many schoolrooms of the

public school system, asking questions, suggesting readings, making assignments, and

conducting tests. This mechanizes education and leaves the local teacher only the tasks of

preparing for the broadcast and keeping order in the classroom.

A typical setup came in Kentucky in 1948 when John Wilkinson Taylor, president of the

University of Louisville, teamed up with NBC to use radio as a medium for distance

education, The chairman of the Federal Communications Commission endorsed the

project and predicted that the "college-by-radio" would put "American education 25 years

ahead". The University was owned by the city, and local residents would pay the low

tuition rates, receive their study materials in the mail, and listen by radio to live

classroom discussions that were held on campus.

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Charles Wedemeyer of the University of WisconsinMadison also promoted new

methods. From 1964 to 1968, the Carnegie Foundation funded Wedemeyer's Articulated

Instructional Media Project (AIM) which brought in a variety of communications

technologies aimed at providing learning to an off-campus population. The radio courses

faded away in the 1950s. Many efforts to use television along the same lines proved

unsuccessful, despite heavy funding by the Ford Foundation.

From 1970 to 1972 the Coordinating Commission for Higher Education in California

funded Project Outreach to study the potential of telecourses. The study included the

University of California, California State University and the community colleges. This

study led to coordinated instructional systems legislation allowing the use of public funds

for non-classroom instruction and paved the way for the emergence of telecourses as the

precursor to the online courses and programs of today. The Coast Community Colleges,

The Dallas County Community College District, and Miami Dade Community College

led the way. The Adult Learning Service of PBS came into being and the wrapped

series, and individually produced telecourse for credit became a significant part of the

history of distance education and online learning.

Internet

The widespread use of computers and the internet have made distance learning easier and

faster, and today virtual schools and virtual universities deliver full curricula online. The

capacity of Internet to support voice, video, text and immersion teaching methods made

earlier distinct forms of telephone, videoconferencing, radio, television, and text based

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education somewhat redundant. However, many of the techniques developed and lessons

learned with earlier media are used in Internet delivery.

The first new and fully online university was founded in 1994 as the Open University of

Catalonia, headquartered in Barcelona, Spain. In 1999 Jones International University

was launched as the first fully online university accredited by a regional accrediting

association in the US.

Between 2000 and 2008, enrollment in distance education courses increased rapidly in

almost every country in both developed and developing countries. Many private, public,

non-profit and for-profit institutions worldwide now offer distance education courses

from the most basic instruction through to the highest levels of degree and doctoral

programs. New York University, for example, offers online degrees in engineering and

management-related fields through NYU Tandon Online. Levels of accreditation vary:

widely respected universities such as Stanford University and Harvard now deliver online

coursesbut other online schools receive little outside oversight, and some are actually

fraudulent, i.e., diploma mills. In the US, the Distance Education Accrediting

Commission (DEAC) specializes in the accreditation of distance education institutions.

In the United States in 2011, it was found that a third of all the students enrolled in

postsecondary education had taken an accredited online course in a postsecondary

institution. Even though growth rates are slowing, enrollment for online courses has been

seen to increase with the advance in technology. The majority of public and private

colleges now offer full academic programs online. These include, but are not limited to,

training programs in the mental health, occupational therapy, family therapy, art therapy,

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physical therapy, and rehabilitation counseling fields. Even engineering courses that

require the manipulation and control of machines and robots that are technically more

challenging to learn remotely are subject to distance learning through the internet.

Distance education has a long history, but its popularity and use has grown exponentially

as more advanced technology has become available. By 2008, online learning programs

were available in the United States in 44 states at the K-12 level. Internet forums, online

discussion group and online learning community can contribute to an efficacious distance

education experience. Research shows that socialization plays an important role in some

forms of distance education. E-courses are also a viable option for distance learning.

There are many available that cover a broad range of topics.

Paced and self-paced models

Distance education can be delivered in a paced format similar to traditional campus based

models in which learners commence and complete a course at the same time. Paced

delivery is currently the most common mode of distance education delivery.

Alternatively, some institutions offer self-paced programs that allow for continuous

enrollment and the length of time to complete the course is set by the learner's time, skill

and commitment levels. Paced courses may be offered in either synchronous mode, but

self-paced courses are almost always offered asynchronously. Each delivery model offers

both advantages and disadvantages for students, teachers and institutions.

Kaplan and Haenlein classify distance education into four groups along the dimensions

Time dependency and Number of participants: 1) MOOCs (Massive Open Online

Courses): Open-access online course (i.e., without specific participation restrictions) that

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allows for unlimited (massive) participation; 2) SPOCs (Small Private Online Courses):

Online course that only offers a limited number of places and therefore requires some

form of formal enrollment; 3) SMOCs (Synchronous Massive Online Courses): Open-

access online course that allows for unlimited participation but requires students to be

"present" at the same time (synchronously); 4) SSOCs (Synchronous Private Online

Courses): Online course that only offers a limited number of places and requires students

to be "present" at the same time (synchronously).

Paced models are a familiar mode as they are used almost exclusively in campus based

schools. Institutes that offer both distance and campus programs usually use paced

models as teacher workload, student semester planning, tuition deadlines, exam schedules

and other administrative details can be synchronized with campus delivery. Student

familiarity and the pressure of deadlines encourage students to readily adapt to and

usually succeed in paced models. However, student freedom is sacrificed as a common

pace is often too fast for some students and too slow for others. In addition life events,

professional or family responsibilities can interfere with a students capability to

complete tasks to an external schedule. Finally, paced models allow students to readily

form communities of inquiry and to engage in collaborative work.

Self-paced courses maximize student freedom, as not only can students commence

studies on any date, but they can complete a course in as little time as a few weeks or up

to a year or longer. Students often enroll in self-paced study when they are under pressure

to complete programs, have not been able to complete a scheduled course, need

additional courses or have pressure which precludes regular study for any length of time.

The self-paced nature of the programming, though is an unfamiliar model for many

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students and can lead to excessive procrastination resulting in course incompletion.

Assessment of learning can also be challenging as exams can be written on any day,

making it possible for students to share examination questions with resulting loss of

academic integrity. Finally, it is extremely challenging to organize collaborative work

activities, though some schools are developing cooperative models based upon networked

and connectives pedagogies, for use in self-paced programs.

Benefits

Distance learning can expand access to education and training for both general populace

and businesses since its flexible scheduling structure lessens the effects of the many time-

constraints imposed by personal responsibilities and commitments. Devolving some

activities off-site alleviates institutional capacity constraints arising from the traditional

demand on institutional buildings and infrastructure. Furthermore, there is the potential

for increased access to more experts in the field and to other students from diverse

geographical, social, cultural, economic, and experiential backgrounds. As the population

at large becomes more involved in lifelong learning beyond the normal schooling age,

institutions can benefit financially, and adult learning business courses may be

particularly lucrative. Distance education programs can act as a catalyst for institutional

innovation and are at least as effective as face-to-face learning programs, especially if the

instructor is knowledgeable and skilled.

Distance education can also provide a broader method of communication within the

realm of education. With the many tools and programs that technological advancements

have to offer, communication appears to increase in distance education amongst students

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and their professors, as well as students and their classmates. The distance educational

increase in communication, particularly communication amongst students and their

classmates is an improvement that has been made to provide distance education students

with as many of the opportunities as possible as they would receive in in-person

education. The improvement being made in distance education is growing in tandem with

the constant technological advancements. Present-day online communication allows

students to associate with accredited schools and programs throughout the world that are

out of reach for in-person learning. By having the opportunity to be involved in global

institutions via distance education, a diverse array of thought is presented to students

through communication with their classmates. This is beneficial because students have

the opportunity to "combine new opinions with their own, and develop a solid foundation

for learning". It has been shown through research that "as learners become aware of the

variations in interpretation and construction of meaning among a range of people

construct an individual meaning", which can help students become knowledgeable of a

wide array of viewpoints in education. To increase the likelihood that students will build

effective ties with one another during the course, instructors should use similar

assignments for students across different locations to overcome the influence of co-

location on relationship building.

The high cost of education affects students in higher education, to which distance

education may be an alternative in order to provide some relief. Distance education has

been a more cost-effective form of learning, and can sometimes save students a

significant amount of money as opposed to traditional education. Distance education may

be able to help to save students a considerable amount financially by removing the cost of

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transportation. In addition, distance education may be able to save students from the

economic burden of high-priced course textbooks. Many textbooks are now available as

electronic textbooks, known as e-textbooks, which can offer digital textbooks for a

reduced price in comparison to traditional textbooks. Also, the increasing improvements

in technology have resulted in many school libraries having a partnership with digital

publishers that offer course materials for free, which can help students significantly with

educational costs.

Within the class, students are able to learn in ways that traditional classrooms would not

be able to provide. It is able to promote good learning experiences and therefore, allow

students to obtain higher satisfaction with their online learning. For example, students can

review their lessons more than once according to their need. Students can then

manipulate the coursework to fit their learning by focusing more on their weaker topics

while breezing through concepts that they already have or can easily grasp. When course

design and the learning environment are at their optimal conditions, distance education

can lead students to higher satisfaction with their learning experiences. Studies have

shown that high satisfaction correlates to increased learning. For those in a healthcare or

mental health distance learning program, online-based interactions have the potential to

foster deeper reflections and discussions of client issues as well as a quicker response to

client issues, since supervision happens on a regular basis and is not limited to a weekly

supervision meeting. This also may contribute to the students feeling a greater sense of

support, since they have ongoing and regular access to their instructors and other

students.

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Distance learning may enable students who are unable to attend a traditional school

setting, due to disability or illness such as decreased mobility and immune system

suppression, to get a good education. Children who are sick or are unable to attend

classes are able to attend them in "person" through the use of robot proxies. This helps

the students have experiences of the classroom and social interaction that they are unable

to receive at home or the hospital, while still keeping them in a safe learning

environment. Over the last few years more students are entering safely back into the

classroom thanks to the help of robots. An article from the New York Times, "A

Swiveling Proxy Will Even Wear a Tutu", explains the positive impact of virtual learning

in the classroom, and another that explains how even a simple, stationary telepresence

robot can help. Distance education may provide equal access regardless of socioeconomic

status or income, area of residence, gender, race, age, or cost per student. Applying

universal design strategies to distance learning courses as they are being developed

(rather than instituting accommodations for specific students on an as-needed basis) can

increase the accessibility of such courses to students with a range of abilities, disabilities,

learning styles, and native languages. Distance education graduates, who would never

have been associated with the school under a traditional system, may donate money to the

school.

Distance learning may also offer a final opportunity for adolescents that are no longer

permitted in the general education population due to behavior disorders. Instead of these

students having no other academic opportunities, they may continue their education from

their homes and earn their diplomas, offering them another chance to be an integral part

of society.

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Criticism

Barriers to effective distance education include obstacles such as domestic distractions

and unreliable technology, as well as students' program costs, adequate contact with

teachers and support services, and a need for more experience.

Some students attempt to participate in distance education without proper training with

the tools needed to be successful in the program. Students must be provided with training

opportunities (if needed) on each tool that is used throughout the program. The lack of

advanced technology skills can lead to an unsuccessful experience. Schools have a

responsibility to adopt a proactive policy for managing technology barriers.

The results of a study of Washington state community college students showed that

distance learning students tended to drop out more often than their traditional

counterparts due to difficulties in language, time management, and study skills.

Distance learning benefits may outweigh the disadvantages for students in such a

technology-driven society; however before indulging into use of educational technology a

few more disadvantages should be considered. However, through the years, all of the

obstacles have been overcome and the world environment for distance education

continues to improve.

Some say a negative to distance education is the lack of direct face-to-face social

interaction, however as more people become used to personal and social interaction

online (for example dating, chat rooms, shopping, or blogging). It is becoming easier for

learners to both project themselves and socialize with others. This is an obstacle that has

dissipated.
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Not all courses required to complete a degree may be offered online. Health care

profession programs in particular, require some sort of patient interaction through field

work before a student may graduate. Studies have also shown that students pursuing a

medical professional graduate degree who are participating in distance education courses,

favor face to face communication over professor-mediated chat rooms and/or

independent studies. However, this is little correlation between student performances

when comparing the previous different distance learning strategies.

There is a theoretical problem about the application of traditional teaching methods to

online courses because online courses may have no upper size limit. Daniel Barwick

noted that there is no evidence that large class size is always worse or that small class

size is always better, although a negative link has been established between certain types

of instruction in large classes and learning outcomes; he argued that higher education has

not made a sufficient effort to experiment with a variety of instructional methods to

determine whether large class size is always negatively correlated with a reduction in

learning outcomes. Early proponents of Massive Open Online Courses (MOOC)s saw

them as just the type of experiment that Barwick had pointed out was lacking in higher

education, although Barwick himself has never advocated for MOOCs.

There may also be institutional challenges. Distance learning is new enough that it may

be a challenge to gain support for these programs in a traditional brick-and-mortar

academic learning environment. Furthermore, it may be more difficult for the instructor

to organize and plan a distance learning program, especially since many are new

programs and their organizational needs are different from a traditional learning program.

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Another benefit of distance education is one for developing countries. Judith Adler

Hellman states, "In the face of the pressure on these countries to join the global

information economy, distance education appears to provide the opportunity to train more

people better and at lower cost."

Even though there are advantages in advancing industrial countries, there are still

negative sides to distance education. Hellman states, "These include its cost and capital

intensiveness, time constraints and other pressures on instructors, the isolation of students

from instructors and their peers, instructors enormous difficulty in adequately evaluating

students they never meet face-to-face, and drop-out rates far higher than in classroom-

based courses."

A more complex challenge of distance education relates to cultural differences between

student and teachers and among students. Distance programmes tend to be more diverse

as they could go beyond the geographical borders of regions, countries, and continents,

and cross the cultural borders that may exist with respect to race, gender, and religion.

That requires a proper understanding and awareness of the norms, differences,

preconceptions and potential conflicting issues.

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 Educational technology

The modern use of electronic educational technology (also called e-learning) facilitates

distance learning and independent learning by the extensive use of information and

communications technology (ICT), replacing traditional content delivery by postal

correspondence. Instruction can be synchronous and asynchronous online communication

in an interactive learning environment or virtual communities, in lieu of a physical

classroom. "The focus is shifted to the education transaction in the form of virtual

community of learners sustainable across time."

One of the most significant issues encountered in the mainstream correspondence model

of distance education is transactional distance, which results from the lack of appropriate

communication between learner and teacher. This gap has been observed to become

wider if there is no communication between the learner and teacher and has direct

implications over the learning process and future endeavors in distance education.

Distance education providers began to introduce various strategies, techniques, and

procedures to increase the amount of interaction between learner and teacher. These

measures e.g. more frequent face-to-face tutorials, increased use of information and

communication technologies including teleconferencing and the Internet, were designed

to close the gap in transactional distance.

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 Open and distance learning in India

At the school level, National Institute of Open Schooling (NIOS) provides opportunities

for continuing education to those who missed completing school education. 14 lakh

students are enrolled at the secondary and higher secondary level through open and

distance learning. In 2012 various state governments also introduced "STATE OPEN

SCHOOL" to provide distance education.

At higher education level, Indira Gandhi National Open University (IGNOU) co-

ordinates distance learning. It has a cumulative enrolment of about 15 lakh, serviced

through 53 regional centers and 1,400 study centers with 25,000 counselors. The

Distance Education Council (DEC), an authority of IGNOU is co-coordinating 13 State

Open Universities and 119 institutions of correspondence courses in conventional

universities. While distance education institutions have expanded at a very rapid rate, but

most of these institutions need an up gradation in their standards and performance. There

is a large proliferation of courses covered by distance mode without adequate

infrastructure, both human and physical. There is a strong need to correct these

imbalances.

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 About the Company

Jaro education is one of the leading companies in Indian Education Sector, catering to the

needs of working professionals by offering varied management programs through online

mode with the best-in-class learning methodology.

Taking ahead the legacy of providing quality, our company believes in catering to the

ethereal quality of education tailored-in with the relevance to the present times and the

current industry standards; thus projecting a complete educational experience for the

students. The companys strategy is to respond meticulously and diligently to the needs

of the industry and student community across the globe.

With various academic achievements and accolades, jaro education is known for

providing one of the most Innovative & Successful Online MBA programs in India.

Promoters

Jaro education is promoted by Dr. Sanjay Salunkhe, an Engineer with an MBA Degree,

and a successful first generation entrepreneur, with three decades of experience in

Education and Recruitment Industry.

Credentials

With team strength exceeding 500 and 11 offices across India, Jaro education has a track

record of enrolling more than 85,000 students successfully in last 6 years.

jaro has a pan India presence through offices across seven cities- Mumbai, Pune, Delhi,

Hyderabad, Bengaluru, Gurgaon and Chennai.

23
jaro education provides online MBA programs in association with leading International

and Indian Universities of repute.

International MBA is provided in association with URAL Federal University (UrFU),

Russia and Ulyanovsk State University, Russia

jaro education has academic collaboration with leading Indian management institutes and

universities such as Alliance University ( Bangalore ), NMIMS University (Mumbai),

Bharathiar University (Coimbatore) and iFEEL(Lonavala).

24
Jaro education is an enrollment partner for these universities.

Ural Federal University, Russia NMIMS Global Access

Program Offered: School for Continuing Education
1. International MBA Program Offered : PGDM Program
2. International Executive MBA

WeSchool, Mumbai
Program Offered : Bharathiar University, Coimbatore
PGDM-HB Program Program Offered : 2 Years Online
We School is one of the MBA
leading business schools of Asia.

iFEEL- Institute for Future

Education, Entrepreneurship
Alliance University, Bangalore and Leadership 11 Months
Program Offered : Executive MBA EEP (FMB) Program

25
Jaro education is building programs that develop global managers & entrepreneurs. While

many multi-national companies are setting up base in India, they scout for professionals

who have exposure or knowledge of International business culture and management.

Thus, the need for an International program in management and business administration

arises.

Our association with International University like URAL Federal University, which is

ranked among top 500 universities in the world and among top 5 universities in Russia,

brings the prestigious International MBA to India. Our main aim is to nurture managers,

leaders and entrepreneurs in every field and industry. We want to help working

professionals to find the flexibility to advance in their career and objectives.

jaro education through its International MBA, MS in Information Technology, Computer

Science, and Project Management programs brings you focused, integrated, and

multidisciplinary education. The curriculum has been designed after extensive research

by industry experts. It focuses on domestic as well as international subjects taught in

global universities and institutes.

Also, jaro education in association with iFEEL i.e Institute for Future Education,

Entrepreneurship & Leadership for aspiring entrepreneurs and promoters of family

business. iFEEL is an AICTE approved residential B-School based at Lonavala and and it

focuses exclusively on developing entrepreneurs.

Jaros Family Managed Business program aims to suffice the need of entrepreneurs who

seek empowerment through practical knowledge to start new Family business, maintain

them, diversify if needed, Turn them around and consolidate them at any appropriate

26
 time. Jaro believes that educating an individual means enlightening and enriching them.

Through the online medium we can reach large number of students who can learn

effectively and conveniently. Online education gives individuals the and convenience to

study from anywhere and at anytime.

Above all, we are proud of our legacy of including key corporate values system, that

serve as a common thread connecting each of our students. Our faculty includes

entrepreneurs and industry leaders who share their experience and knowledge with the

students in a practical experiential environment, designed to stimulate insight and

understanding of the current practices in the industry.

Features

27
 Product Knowledge

ABOUT WELINGKAR INSTITUTE OF MANAGEMENT

Welingkar Institute of Management - one of the leading business schools of Asia, has

embarked on several remarkable ventures, one of them being Distance Education.

Introduction of PGDM Hybrid Program ensured Welingkar's distance education institute

in India went beyond the geographical limitations, for promising aspirants who stayed in

distant cities. It's an alluring opportunity breaking physical barriers to learn from one of

the best distance learning B-schools in India, without having to leave home. Welingkar

Institute of Management is a part of the Shikshana Prasaraka Mandali, a 120 year old

trust that has over 43 schools and colleges under its purview. Eins Education has

collaborated with Welingkar Institute of Management, and PGDM distance learning

centers are located in various metro cities like Mumbai, Bangalore, Pune, Hyderabad,

Delhi, Gurgaon and Chennai.

Why Welingkar's PGDM Hybrid Program?

Welingkar is the best education institute in India that maintains to deliver quality

education, while providing distance learners with the flexibility & convenience they

need. In Distance Learning Hybrid PG Course, instructions are delivered, and the

program work is fulfilled from a remote location through print and web mode. This

technique of delivery allows students and instructors to network with each other even

though they are not at the same place. New trends in the online learning culture in recent

times have made distance learning Hybrid PGDM, an increasingly popular option for

institutions and students equally.

28
 The Central Advantages of Distance Learning PGDM are:

Convenience and flexibility in giving mid-term exams

Online and end-term exams from specified centers in a city close to your place

No interference to your professional life

Advancement of your educational and career goals

Opportunity for educational advancement according to your own schedule and at your

own pace

Apply the theoretical knowledge from your program in your profession.

TEACHING - LEARNING METHODOLOGY

1. COURSE MATERIAL

On taking admission to the PGDM Hybrid Program, students are provided with study

material, and the student Identity Card. Also the student profiles are activated on the

system so that the student remains updated with various notices put up on the website.

2. VIRTUAL CLASSROOM FACILITY (VCF)

The Institute conducts live lecture sessions for selected subjects from its campus studio.

Students availing VCF can attend these lectures using a computer. It is mandatory to have

a 256 kbps broadband connection to take advantage of this facility. Students get an

opportunity to interact with the professor during the two-way audio-video lectures.

However, students are required to register online and obtain their username to avail the

VCF lecture.

29
Virtual Classroom Facility offers the following benefits:

Live Lectures with video & audio

Interact with the professor through your microphone

Document sharing (content will be delivered to you live)

Participate in live Q&A sessions to resolve your academic queries

Participate in live tests during the lecture to gauge your knowledge and understanding

3. PERSONAL CONTACT PROGRAMS (PCPs)

This is an on-ground activity conducted at regular intervals to promote peer interaction,

and to answer any queries related to the course or curriculum in person.

4. EXPERIENTIAL LEARNING METHODOLOGY

As mere theoretical knowledge is not sufficient hence, to supplement the theoretical part

of the curriculum with hands on experience, and to develop the overall personality, the

Experiential Learning Methodology has been developed. As part of the second semester,

students go through a soft skills development program through Experiential Learning

Workshop. At these workshops, students are tested on several fronts like perseverance,

decision making, problem solving, and thinking on their feet etc. The activities are

designed to guide through the process of identifying areas of weakness, and applying

solutions significantly & positively to improve their performance back on the job.

30
VALUE ADDED SERVICES

Placement Support:

Placement updates including international job openings are uploaded over website

on the daily basis. After enrolling the Program, a student can access every job

opening, state-wise and specialization-wise.

Audio-Video Lecture CDs:

Individual lecture CDs for all 1st year subjects are given to students at the time of

enrollment. These CDs contain audio-video lectures ranging from 5 15 hours

per subject.

E-Learning Toolkit Support:

Additional academic support is provided in the form of E-Learning Toolkit on the

website. The toolkit contains the subject-wise, chapter-wise summary, PPT as

well as skill builder modules.

Newswire Service:

Students are kept updated with news on the latest industry news and

developments in their chosen specialization through the link provided on the

website.

31
 Industry Visits:

In addition to the learning experience of our students, Industrial Visits are planned

at regular intervals during 2nd & 3rd semesters. Students can participate in these

visits by paying nominal charges.

We-Tube:

Video lectures on current topics are developed with the help of experts in various

management fields. New video lectures are uploaded every few days in the

section of the We-Tube section.

Specializations

o Human Resource Management

o Financial Management

o Marketing Management

o Operations Management

o Supply Chain Management

o Retail Management

o General Management

o International Business

o E-Business

o Banking, Investment & Insurance

o Services Excellence

o Rural and Agri Business

o Media and Advertising

32
o Travel & Tourism

o Healthcare Management

o Hospitality Management

o E-Commerce

o IT Project Management

33
 ABOUT ALLIANCE UNIVERSITY

The post-globalised world offers immense competition to professionals aiming at

achieving success in the multifaceted business industry. jaro education - Alliance School

of Business, Alliance University offers Executive PGDM program (16 months)

exclusively tailored for employed professionals who cannot pursue a full-time program.

The course is at par with top Executive PGDM programs in India in terms of curriculum

and aims at preparing professionals for career growth at higher echelons in

multinationals.

Recognition / Accreditation

Alliance University is a Private University established in Karnataka State by Act No.34

of year 2010. The University is jointly recognized by the University Grants

Commission (UGC) and the All India Council for Technical Education (AICTE), New

Delhi.

Rankings

Ranked 9th amongst the best private B-Schools in India by CNBC-TV18 in The B-

School Rankings for 2013, while on many other parameters the School ranks in the

league of the first five best business schools in India.

Alliance School of Business has been ranked as the top 8th B-School in India for its

Bachelor of Business Management program

Awarded the Brands Academy Education Excellence Award, 2013 for the Most

Innovative Private University in South India

34
 Alliance University was honored with the "Shining Image of India Award" for the

Most Emerging University of 2013 in recognition of its outstanding and remarkable

contributions to learning, teaching and scholarly research

Program Offered: Executive PGDM (Part - Time) Program

Key Features

The course integrates global perspectives and functional knowledge in the curriculum

design.

o 16 months; weekend classes

o Delivered by international professionals, senior industry managers and dedicated full-

time faculty

o Accelerated, interactive and self-paced program

o Relevant, present-day and progressive curriculum reflecting the needs of industry

o Stress on Leadership Development needs of industry

o Group interactions with peers and exposure to assorted groups of professionals

o Extensive network of alumni-executives across varied industry segments

o Career enhancement opportunities and marketability in global workplace

o Dedicated career counseling, mapping and development assistance

35
 ABOUT BHARATHIAR UNIVERSITY

ACCREDITED BY NAAC WITH A GRADE - UGC / AICTE / DEC

APPROVED

The Bharathiar University was established at Coimbatore by the Government of Tamil

Nadu in February, 1982 under the provision of the Bharathiar University Act, 1981 (Act

1 of 1982). In May, 1985 the University received recognition from University Grants

Commission (UGC) New Delhi for the purpose of grants.

Bharathiar University has received many awards & recognitions:

India's No.2 Non Professional Courses offered University - surveyed by Times of India

Best State Run Universities in India surveyed by The Sunday Indian

India's Best Universities surveyed by India Today

The website of Bharathiar University has been conferred an award by the Association of

Commonwealth Universities, the U.K. for having the Best web-based applications and being

user friendly.

Program Offered

Jaro education provides 2 Years Online MBA program offered by Bharathiar University.

This program is tailored for working professionals, students & entrepreneurs to develop

key leadership skills.

36
 Key features

Video lectures Jaro education would provide video lectures for common subjects in 1st

year and few specializations in 2nd year namely Marketing, Finance, Human Resources,

Information System, Project Management, Retail Management, Logistics and Supply

Chain Management, International Business for the MBA program from Bharathiar

University. This would help to foster critical thinking and intellectual exploration ability.

Industry speakers Jaro education would provide online guest lectures by eminent

corporate dignitaries that provide insight about changing needs of business & bridges gap

between academics and industry requirements.

Student placement service Exclusive career fairs / job melas are conducted at

Bharathiar University for Distance Education students. Jaro education would also provide

placement assistance to students and also individual counseling and suggestions for

improvement are provided on request.

Study Material & Books Complete study resource which would include all study

material and books would be provided by Bharathiar University.

Study Centers - Bharathiar University has established unique and prestigious off campus

academic study centers to enroll students for various courses and conduct Personal

Contact Classes for both theory and practical knowledge in their premises by the

experienced teachers.

37
NMIMS Global Access - School for Continuing Education (NGA

SCE)

Distance Education that's close to your aspirations

All the programs offered by SVKM'S Narsee Monjee Institute of Management Studies

(NMIMS), are highly flexible, and emphasize on self-paced learning. In fact, it is our

constant endeavor to improve the quality of programs in terms of content and deliver a

strong student support system available online 24 x 7. All programs cater to the diverse

needs of working executives, management students, fresh graduates as well as

housewives.

We are committed to prepare professionals to fulfill corporate demands in a globalised

world. We shall achieve this through technologically enhanced teaching-learning

opportunities and using multiple modes for course delivery. We will reach out to a

community of learners by creating an environment characterized by Quality,

Convenience, Timeliness and Accuracy. Through our values we will create a climate of

high expectations for the success of our students and corporate associates.

Approvals

SVKM's Narsee Monjee Institute of Management Studies is a member of

Association of Indian Universities (AIU)

The Post Graduate and Diploma programs at NMIMS Global Access School

for Continuing Education are approved by UGC-DEB.

Awards and Accolades

38
 Awarded as the "Top Distance Learning Institute in India for Excellence in

Management Education" by Competition Success Review (CSR) in 2013-14

Ranked 2nd for consecutive years by Zee Business among the Top B-Schools

in India offering Management Program in Distance Learning Mode in 2011-12

Awarded Top Distance Learning Institute of India" by Competition Success

Review at CSR Awards for Excellence 2013

Top Distance Learning Institute of India" by Competition Success Review at

CSR Awards for Excellence 2014

Corporate Solutions

NMIMS Global Access School for Continuing Education offers tailor made,

customised Diploma and post Graduate Diploma Programs to the corporates. Programs

are designed to suit the objectives of the corporate world and create opportunities across

the globe.

Program Highlights

Industry Relevant Self Instructional Study Material

Online Lecture Delivery

Personal Contact Programs

Session Recordings, e-books, Course Presentation & Digital Library

Faculty Support for Student Query Handling

Corporate Connect Program

Session Plan, Study Plan & Group Discussion

Exclusive Pool of Faculty of Industry and Academic Experts.

39
 iFEEL Lonavala

Our DTE Code 6607: For Detailed information visit DTE Official

Website

While Top B-Schools work on skills and abilities, the mission at iFEEL Management

Institute is to work on developing the existing passion and talent amongst students.

iFEEL equips today's youth to share ideas, challenge conventions, innovate processes and

create new paradigms in the area of management. The mission at iFEEL is to create a

talent pool that doesn't just earn a degree, but also equips its students in becoming leading

professionals of the future.

iFEEL is committed to produce Leaders and Entrepreneurs through contemporary and

comprehensive business management courses. The Post Graduate Diploma in

Management - PGDM has the flexibility to incorporate the new trends in business while

still providing basic management education.

The 2 years Full Time AICTE Approved PGDM Program at iFEEL Management

Institute has special focus on Entrepreneurship and Leadership excellence that takes into

account industry suggestions and feedback. iFEEL adopted 'Industry-Integrated

Curriculum' combined with Leadership and Entrepreneurship development.

Welingkar Institute of Management (We-School), being the Mentor Institute of iFEEL,

one of the Best Management Institute in India. This association has helped iFEEL in not

just developing quality content, but also providing corporate exposure to its students. In

today's scenario, the corporate world is seeking professionals who are much more than

40
mere MBA's. They are looking out for the 'Torch-bearers of Tomorrow' - those who are

not just academically sound, but also possess qualities of innovation and leadership; those

who have the passion to excel in all walks of life and have the determination to emerge as

winners; those who don't just have great ideas but can also implement them.

Steve Jobs of Apple Inc., Bill Gates of Microsoft, Narayan Murthy of Infosys and many

more successful entrepreneurs are examples of passion combined with leadership and

innovation. This just goes to ascertain the fact that if you have strong determination to

achieve what you want in life, nothing can stop you.

Ifeel is mentored by Welingkar Institute of Management - Top B-schools in india. This

association has helped iFEEL in quality academic delivery and vast exposure and connect

with corporate India. In today's scenario, the corporate world is seeking professionals

who are much more than mere MBA's. They are looking out for the 'Torch-bearers of

Tomorrow' - those who are not just academically sound, but also possess qualities of

innovation and leadership. Those who have the passion to excel in all walks of life and

have the determination to emerge as winners. Those who don't just have great ideas but

can also implement them.

WeSchool has received the "AICTE-CII National Award for Best Institute for Industry

Institute Linkage 2015".

Welingkar Institute of Management Development (We-School) was established in the

year 1977 with the main focus of diversifying the field of distance education so that each

aspirant receives the benefits of learning for a brighter tomorrow. This institute is a part

41
of the prestigious Shikshana Prasaraka Mandali which has 43 prominent institutes across

the world under its purview.

We-School has delivered best in class management education for years. It has well

deservingly entered the league of leading Business Schools in India and across South

East Asia. In addition to the various Awards and Accolades which has been named to

We-School, recently it has been ranked 1st in the West Zone by Careers 360 Education

Survey 2013.

We-School has redefined the meaning and essence of MBA education. Distance Learning

MBA programs from We-School have an edge over the rest due to their expert

deliverance and intellectualism. This Institute believes in giving the student an all round

development and not just mere theoretical knowledge. Experience and practical Industrial

exposure are the main focus areas of this institute.

42
 ABOUT URAL FEDERATION UNIVERSITY

The Ural Federal University (UrFU) is one of the top universities in Russia that carries

out research in various subjects. Over a span of 90 years, it has molded over 300,000

professionals and scholars in different spheres of work. The university is ranked 6th in

Russia and it also features amongst the top 500 universities worldwide as per the QS

World University Ranking 2012..

Ranking

Ural Federal University constantly works on building its global reputation and is

currently ranked amongst the world's top universities:

Placed 7th among Russian universities (Webometrics Ranking of World

Universities)

Top-10 best Russian universities (Expert RA rating agency);

Top-60 of the best universities of the Emerging Europe and Central Asia (QS

Quacquarelli Symonds);

Top-600 (QS World University Rankings);

Placed 13th in the ranking of national universities by the Interfax Rating Agency;

Placed 77th among BRICS countries universities (QS World University

Rankings: BRICS);

Placed 3rd as per the number of patents among the companies in Russia (The

Research & innovation performance of the G20 (Russia) Thomson Reuters).

43
Why International MBA from Ural Federal University

Jaro education, a premier online education institution in India, has brought the prestigious

Russian International MBA from Ural University for management aspirants in India.

International MBA programs are a need of the day for management aspirants seeking

career growth at the global level. These programs create a base for knowledge and

corporate excellence of the global level so that you find a niche in leading multinational

organizations across the borders. The International MBA programs of jaro education -

Ural Federal University are specially tailored for working executives to impart

convenience of learning so that, professionals emerge as managers, entrepreneurs and

global business leaders.

Programs Offered

2 Years International MBA

Ural International MBA is an intensive two-year program, engineered to enhance

knowledge, skills and business competencies essential for responsible positions at middle

& senior levels of management. The program moulds professional aspirants at par with

industry standards, thus making sure that you achieve faster promotions in your

organization. It can also yield you with opportunities at the international level or at your

dream organization. By enrolling for this program, you may witness the most productive

job opportunities that may lie at your doorsteps. You may also become your own boss by

starting own venture. The program duration is 2 years & validity of the program is 3

years (program duration + 1year).

44
1 Year International Executive MBA

International Executive MBA is a 12-months meticulous program structured specially for

working professionals to provide an in-depth understanding of business operations. It is

ideal for acquiring exposure of the international corporate world and to develop the

fundamentals of management and entrepreneurial skills. It facilitates easy promotions and

also elevates employment prospects at the global level. The program also exhibits

entrepreneurship. The duration of this program is 12-months & validity of the same is 24

months.

45
 Education in India

Education in India is provided by the public sector as well as the private sector, with

control and funding coming from three levels: central, state and local. Under various

articles of the Indian Constitution, free and compulsory education is provided as a

fundamental right to children between the ages of 6 and 14. The ratio of public schools to

private schools in India is 7:5.

India has made progress in terms of increasing the primary education attendance rate and

expanding literacy to approximately three-quarters of the population in the 710 age

group, by 2011. India's improved education system is often cited as one of the main

contributors to its economic development. Much of the progress, especially in higher

education and scientific research, has been credited to various public institutions. While

enrolment in higher education has increased steadily over the past decade, reaching a

Gross Enrolment Ratio of 24% in 2013, there still remains a significant distance to catch

up with tertiary education enrolment levels of developed nations, a challenge that will be

necessary to overcome in order to continue to reap a demographic dividend from India's

comparatively young population.

At the primary and secondary level, India has a large private school system

complementing the government run schools, with 29% of students receiving private

education in the 6 to 14 age group. Certain post-secondary technical schools are also

private. The private education market in India had a revenue of US$450 million in 2008,

but is projected to be a US$40 billion market.

46
As per the Annual Status of Education Report (ASER) 2012, 96.5% of all rural children

between the ages of 6-14 were enrolled in school. This is the fourth annual survey to

report enrolment above 96%. Another report from 2013 stated that there were 22.9 crore

students enrolled in different accredited urban and rural schools of India, from Class I to

XII, representing an increase of 23 lakh students over 2002 total enrolment, and a 19%

increase in girl's enrolment. While quantitatively India is inching closer to universal

education, the quality of its education has been questioned particularly in its government

run school system. Some of the reasons for the poor quality include absence of around

25% of teachers every day. States of India have introduced tests and education

assessment system to identify and improve such schools.

It is important to clarify that while there are private schools in India, they are highly

regulated in terms of what they can teach, in what form they can operate (must be a non-

profit to run any accredited educational institution) and all other aspects of operation.

Hence, the differentiation of government schools and private schools can be misguiding.

In India's education system, a significant number of seats are reserved under affirmative

action policies for the historically disadvantaged Scheduled Castes and Scheduled Tribes

and Other Backward Classes. In universities, colleges, and similar institutions affiliated

to the federal government, there is a maximum 50% of reservations applicable to these

disadvantaged groups, at the state level it can vary. Maharashtra had 73% reservation in

2014, which is the highest percentage of reservations in India.

47
 Research Problem

As we know that the scope of distance learning is increasing day by day it has become a
topic of sensation.

Distance learning has a lot going for it in the present state of technology. It is affordable,
flexible, and available on demand. It is the perfect learning venue for adult learners and
students anywhere with a reliable Internet connection, and the fastest way for eLearning
organizations to disseminate learning. However, it does have its challenges, one of the
biggest of which is to motivate students to complete the course.

Watching so many people around me including my Family members, Peers, Friends and
Colleagues opting for Distance Learning Program inspired me to do a Research on what
exactly the Distance Learning is all about and what are the basic factors that is motivating
them to go for the distance education.

Earlier distance education had not been given any importance but now a days all the
renowned Institutes like Symbiosis, Welingkars etc. are providing such facilities to
people and hence leading to growth of distance education.

To know the motivating factors as to what is motivating these people to opt distance
education inspired me to conduct research on it.

48
 Chapter 2

Literature Review

49
The Concept of Distance Education Sherry-(1996) says that the term distance education

has been applied interchangeably by many different researchers to a greater extent by

variety of programs, audience and media. Its hallmark is the separation of the teacher and

the learner in space and time. According to Keegan (1980) distance education is an

industrialized form of teaching and learning. It involves the method of using electronics

devices in assimilation of information. He calls it a non-contiguous communication

between students and the teacher mediated by print and technology. Humbergy (1986)

asserts that distance education is form of study at all levels which are not under

continuous immediate supervision of the tutor but students benefit from planning,

guidance and teaching of a supporting institution. It is a democratized system that allows

the learner to choose what to learn, whenever, wherever and however they want.

Wedmeyer (1971) called this form of learning independent study. Moore (2003) argued

that learners have autonomy of their learning. It is self directed. Universities use D.E to

increase access and enrollment to high education while companies use it to upgrade their

workers skills and keep them abreast of rapidly advancing technologies. (William et al,

2003).According to Gallagher (2003) institutions offering D.E are fast growing.

Assessment of the Enrollment in Distance Learning Programmes in Other Countries

Historians has suggested that distance education has been with man since time

immemorial. The early cave painting, St. Pauls letter in the Christian gospel and tribal

talking drums were form of earliest distance education. However, it became

conventionally an acceptable practice in the period 1950s and 1960s. Sherry (1996)

suggest that the earliest correspondence course took place in Europe was as early as

1720. Correspondence education was the accepted form until the middle of the last

50
century when instructional radio and T.V became popular. Correspondence education

dates back to the advertisement in the Boston Gazette on March 1728. (Moore, 2003).

American universities followed suit and embraced distance education mode which

included state of Lowa, Ohio, Perry Sanio, Wisconsin and Colner in 1900. Moore (2003)

says most of the correspondence courses were non credit courses. One of the notable

institutions was the United States Armed Forces which trained armed personnel. In

France, correspondent education was used by state to continue schooling for the

displaced children during the First World War (1939). In 1995, enrollment had grown to

350,000 students from 170 countries. In Australia, Distance education was seen as an

emergence measure for universities and colleges, which provided continuing education to

armed service personnel adults and children. (Ngechu, 2007). In Britain Cambridge and

London Universities offered and continue to provide correspondence distance education

to former colonies in the commonwealth even in the post independence period. In China

distance education can be tracked from the provision of correspondence courses in the

early 1900. T.V. based programmes were started in 1960s but were 11 disbanded during

the Cultural Revolution and were re- opened with the establishment of National China

central television. Today the current system of ODL comprising of central universities in

Beijing develops courses to open universities spread in the provinces and municipalities.

The radio and Telephone Universities plays a big role in offering professional training

courses of teachers for all cadres (Moore, 2003) In South Africa the first distance

education institution UNISA was founded 1947. The freedom charter of 1954

demanded opening door of learning; and since then there had been a marked growth of

distance education institutions. The education white paper Gazette of 1995, encouraged a

51
national educational system and training that provided increased range of learning

possibilities that would be flexible. In 1997 124,000 distance education students both

locally and internationally were enrolled at UNISA (Mackenzie et al, 1998). Elsewhere in

Botswana, College of Distance and Open Learning (BOCODOL) was created by an act of

parliament. It replaced a government department which has been running school

equivalency course at a distance for over 20 years. BOCODOL aims to provide high

quality learning that is accessible to out of school youth national- wide. (ADEA, 2004) In

Uganda Makerere University runs an external degree programme with the help of the

donor fund though it is hampered by inadequate locally developed learning materials.

The ministry of Health in Uganda runs non formal (non credit) courses aimed at

providing high quality health services. They are run by satellite centre based at Fort

Portal, Kasese among others. (Magero 2005). In Tanzania Open University came into the

scene in 1994. Correspondent courses are offered through the institute of adult education.

Today distance education is no longer peripheral but a mainstream form of supplying

education which has played a major role in the countrys national development.

Worldwide Mega universities today offer 12 DE programmes. These includes: China

T.V. University system, Indra Gandhi National Open University in India, University of

South African (U.N.I.S.A.), Open University in Britain just to mention but a few. In

Kenya the government is planning to establish an Open University so as to fast track and

open doors to many deserving students seeking higher education. This plan is expected to

triple university admission through distance learning program.

Distance learning allows adult learners who have employment, family, and/or other

responsibilities to update knowledge and skills related to their job by saving travel costs

52
and allowing a flexible schedule. Moore and Kearsely (2005) indicated that most distance

education students are adults between the ages of 25 and 50. The number of programs for

adult learners delivered online in corporate settings as well as in higher education has

steadily increased over the last few years. According to the results of a survey

administered by the National Center for Educational Statistics (NCES), 56 percent of all

degree-granting higher education institutions offered distance courses during the2000

2001 academic year (Waits & Lewis, 2003). In 2003, 34 percent of 1000 representative

higher education institutions offered a complete online degree program (Allen & Seaman,

2004). In addition, Bersin (2005) indicated that online learning continued to grow in 2005

by 25 percent, and comprised 33 percent of all workplace learning.

Sugrue and Rivera (2005) reported that training delivery via technology (or online)

increased from 35 percent to 38percent in large organizations, and from 24 percent to 27

percent in relatively smaller organizations from 2002 to

2003.

In spite of the growth in online learning, high dropout rates have been of concern to many

organizations and higher education institutions. According to Meister (2002), 70 percent

of adult learners enrolled in a corporate online program did not complete it. The

Corporate University Xchange (2000) indicated that one of the difficult challenges of

online programs is to retain learners. A number of studies have shown that a higher

percentage of students participating in an online course tend to drop out compared to

students in a face-to-face classroom (Hiltz, 1997;Phipps & Merisotis, 1999). Some

consider the higher dropout rate in distance learning a failure while others advise careful

interpretation of the issue because of unique characteristics and situations that online

53
learners have. Diaz(2002) indicated that uncontrollable factors influence dropout

decisions and a high dropout rate is not necessarily indicative of academic non-success.

Nonetheless, it is still not easy to explain to corporate executives that dropout rates do not

matter (Alexander, 2002), and it is certain that the issue of high dropout rates in online

training should be addressed and dealt with. Several theories and theoretical frameworks

have been proposed to explain why students drop out.

In particular,Tintos student integration model (1993) and Bean and Metzners student

attrition model (1985) have guided dropout research studies. Tinto (1993) claimed that

attrition is a result of interactions between a student and his/her educational environment

during the students stay in a program. He indicated that social integration and academic

integration produced stronger student commitment to their institutions and increased

students persistence. However, educators who desire to study the persistence of

nontraditional students, who have different characteristics and nature from traditional

students, have found that Tintos model has limited applicability (Rovai, 2003; Bean &

Metzner,1985). Tinto himself indicated that it was necessary to modify his model when

used with nontraditional students (Tinto, 1982).

Bean and Metzner (1985) developed a conceptual model for nontraditional students who

drop out that includes academic performance, intent to leave primarily influenced by

academic and psychological outcomes, background and defining variables, and

environmental variables. They asserted that the main difference between the attrition

process of traditional and nontraditional students is that nontraditional students are more

affected by the external environment than traditional students. However, Bean and

54
Metzners model is unlikely to be applied for distance learners because there is a

significant discrepancy between the definitions of distance learners in general and

nontraditional students in the Bean and Metzners model (Kember, 1989).

Kember (1989), therefore, proposed a longitudinal process model of dropout distance

education and made suggestions for testing the model (e.g., developing reliable

instruments, conducting both qualitative and quantitative research, etc). Kembers

longitudinal model recognizes that social and academic integration of students should be

viewed with intervening variables between initial student characteristics/background and

persistence, that components change over time, and that students have to make dropout

decisions several times during lengthy courses. Kember, Lai, Murphy, Siaw, and Yuen

(1992, 1994) have tested this model in different sets of institutions, courses, and students

and emphasized the importance of social and academic integration to student progress in

distance learning. Since then, a couple of researchers have committed to comparing those

previous models, determining advantages and disadvantages, and finally developing a

model explaining the process of dropping out ina particular population and learning

environment. Cabrera, Castaneda, Nora, and Hengstler (1992) reviewed Tintosand Bean

and Metzners dropout frameworks, and the results indicated that Tintos model is more

comprehensive and robust while Bean and Metzners model accounts for more variance

in persistence.

Rovai (2003) proposed a persistence model to explain factors affecting a learners

decision to drop out of online learning. The model included two prior-to-admission

variables and two after-admission variables. The two prior-to admission variables are

student characteristics and student skills prior to admission. The two after-admission

55
variables are external factors (e.g., finances, hours of employment, outside

encouragement, etc.) and internal factors(e.g., academic integration, social integration,

self-esteem, interpersonal relationships, study habits, advising,

absenteeism, etc.). Rovais framework is established by a thorough review of the most

comprehensive previous frameworks (i.e., Tintos student integration model [1993] and

Bean & Metzners student attrition model [1985]),particularly focusing on nontraditional

online learners who have characteristics similar to adult learners in organizations. This

model was also tested and expanded by Packham, Jones, Miller, and Thomas (2004).Park

(2007) reviewed studies that focused on identifying factors affecting non-traditional and

non-degree online program students who drop out and proposed a framework based on

Rovais model for understanding adult dropouts. Based on the review, she indicated that

the significance of the four factors from Rovais model is supported from many studies

with a variety of research methods. However, she suggested revision of the structure of

the model and elimination of some of the variables. Specifically, learner skills are in a

grey box because these have found little empirical support in previous studies, and their

inclusion can be determined only through relevant further investigation. The external

factors are moved between prior to and during the courses because these affect student

decisions not only during the course but also prior to the course. Adult distance learners

may drop out of the course due to increased workload or job change that happens during

the course, but some learners may drop out of a course even before they start because of

such external reasons. In addition, external factors and internal factors are likely to

interact with each other. For example, when learners have a heavy workload and little

time for study, they are more likely to drop out of a course when they cannot get

56
feedback or if it is hard to contact the instructors than when they can easily communicate

with them and get more responses. If proper course design and technology are being

used, some external problems are likely to be mitigated. So the relationship between

internal factors and external factorsare expressed as inter-correlation rather than as a one-

sided influence. In addition, it appeared that only internal factors would have a direct

influence on persistence decision, and others have an indirect affect through internal

factors in Rovais model. However, many studies have reported that some external

factors have been major reasons why online learners decided to drop out, particularly in

relation to adult distance learners. Therefore, a direct line from external factors to

dropout/persistence has been added.

Even though numerous studies have tried to identify factors affecting learners decision

to drop out, only a dozen research studies have empirically explored this issue, and no

consensus has been reached for which factors have definite influences on the decision

57
(Park, 2007). Although Park and Choi (2007) presented a research study investigating the

effects of individual characteristics, external factors, and internal factors on non-

traditional adult learners decision to drop out, the study was limited in that the sample

size was too small (n = 47) so that the results could hardly be reliable. In addition,

relevance, one of the most crucial motivational factors considered to affect adult learners

decision to drop out, was omitted.

Accordingly, the purpose of this study was to identify meaningful factors affecting

learners decision to drop out of online courses and ultimately to shed light on how we

can retain students in online courses by involving a significant number of research

participants and adding meaningful factors. Particularly, this study focused on the three

main categories: individual characteristics, external factors, and internal factors. To be

more specific, age, gender,

educational background, and employment status were chosen as individual characteristics

because these four are the most often cited factors in previous studies (Park, 2007).

External factors consist of family support and organizational support. Most adult learners

have many responsibilities for their family as well as for their job, and these two are key

factors affecting adult learners decision to drop out of online courses (Park, 2007).

Motivation is one of the most frequently studied variables in relation to dropout (Chyung,

2001; Chyung, Winiecki, & Fenner,1998; Doo & Kim, 2000; Jun, 2005; Levy, 2007;

Menager-Beeley, 2004). In particular, relevance and satisfactionare the sub-dimensions

of motivation that have frequently been studied (Chyung et al., 1998; Doo & Kim,

2000;Levy, 2003, 2007; Shea, Pickett, & Pelz, 2003) and are known to be highly

correlated with various course-related issues such as instructional design, organization of

58
the online courses, instructors facilitation, and interaction (Sheaet al., 2003). This study

could not include other internal factors such as social integration, academic integration,

and technology issues shown in the above framework because the courses investigated in

this study were developed before conducting this study, and the researchers did not have

access to the course contents and were not involved with the design and development

process.

59
 Chapter 3

Objectives and Research Methodology

60
 Research Methodology

Objectives of the Study

1. To determine the factors influencing participation of adult learners in distance

education.

2. To find factors that motivates and deters adult participation in distance education, in

special reference with online mode.

3. To determine the extent to which physical facilities influence enrolment into Distance

Learning Programs

4. To assess degree to which social-cultural factors influence enrolment into Distance

Learning Program.

5. To evaluate the strength of economic factors that influence enrolment into Distance

Learning Program.

6. To give valuable suggestions to organizations offering Distance Learning Program to

improve their overall experience of Adult Learners.

61
 Research Methodology

The success of the analysis mostly depends on the methodology on which it is carried

out. The appropriate methodology will improve the validity of the findings.

Research Design:

I have used Descriptive Research in my study.

Descriptive research includes survey and fact-findings enquire of different kinds. The

major purpose of descriptive research is description of the state affairs, as it exists at

present.

It does not answer questions about how/when/why the characteristics occurred. Rather it

addresses the "what" question (what are the characteristics of Minnesota state population

or situation being studied?)The characteristics used to describe the situation or population

are usually some kind of categorical scheme also known as descriptive categories. Hence,

descriptive research cannot describe what caused a situation. Thus, descriptive research

cannot be used to as the basis of a causal relationship, where one variable affects another.

In other words, descriptive research can be said to have a low requirement for internal

validity.

62
 Sample Design

The sampling design mainly consists of the sample taken for the study along with the

sample size, sample frame and sampling method.

Sample Universe: All Adult Learners adopting for Distance learning Program

was taken as the sample universe.

Sample Area: -The sample area of my study is Mumbai

Sample Unit- Adult learner is the sample unit in the study

Sampling Technique: - Stratified Sampling has been used in my study

Sample Size: - 100 respondents form the sample size of the study

Research period:

The time for the project was limited to 3 Months.

63
 Data Collection

The study is based on the data collected through primary and secondary sources.

Primary Data:

Survey was undertaken to collect primary data from various adult learners

Secondary Data:

Secondary data was collected from journals, magazines, web sites and from other

relevant publications.

Data Collection Technique: Structured questionnaire has been used in the study

VARIABLES IN THE STUDY

Independent Variable: -Financial Status, Type of Job, Socio-cultural factors,

Gender, Age, Occupation.

Dependent variables: - Adult Participation in Distance Learning Program

Hypothesis of the study

H0: There is no difference in the perception of opting distance education according to Gender.

H1: There is significant difference in the perception of opting distance education according to

Gender.

64
 Limitations of the study

Time Limitations was the major constraints because the study was only for a short

duration that is for 3 months only.

Cost Consideration was also important. The research that was carried out in Mumbai

region had a lot of cost involved like travelling from one place to other , food

expenses and other expenses which increased the cost of research. And no funds were

available to carry out the research.

Problem of Accuracy is also considered to be a limitation because the Respondents

have biasness in their answers.

Most of the respondents are female.

Problem of Rapid Change can also be seen. As we know lot many changes take every

day like the technology so the answers may vary on the basis of these changes.

Common Method Bias cannot be ruled out as the study was conducted cross sectional and

through questionnaire technique.

65
 Chapter 4

Data Analysis and Interpretation

66
Q1. Gender

Option Response Response in %

Male 69 69

Female 21 21

Total 100 100

Male
female

Gender of Respondents

Interpretation:-

Out of 100 respondents there are 69% Male adult learners and rest Female adult learners.

67
Q2. What is your occupation?

Option Response Response in %

Service 50 50

Business 30 30

Home Maker 15 15

Others 5 5

Total 100 100

50
45
40
35
30
25
20
15
10
5
0
Service Busines Home Maker Others

Occupation of Respondents

Interpretation:-

50% of respondents belong to Service sector and 30% are from Business background

while 15% are Home makers and rest are from other background

68
Q3. Age Group

Option Response Response in %

20-30 66 66

31-45 24 24

46-60 6 6

60 Above 4 4

Total 100 100

4%
6%

24%

66%

Age Group

Interpretation:-

Out of 100 Respondents 66% of them were from the age group as 20-30 years wherein

31-45 age groups had around 24% people and above that only 10% learners were found.

69
Q4. How many years of work experience do you have?

Option Response Response in %

0-2 yrs 15 15

2 yrs -5 yrs 30 30

5 yrs- 10 yrs 45 45

10 yrs above 10 10

Total 100 100

50

40

30

20

10

0
0-2 yrs 2 yrs -5 yrs 5 yrs- 10 yrs 10 yrs above

Number of Work Experience of Adult Learners

Interpretation:-

It was found that 45% Professionals having 5-10 years of work experience mainly prefer

Distance Education followed by 30% people with 2-5 years of work experience.

70
Q 5.Which program are you enrolled for with Jaro Education?

Option Response Response in %

PGDM 20 20

MBA 35 35

EPGDM 40 40

PGPM+MBA 5 5

Total 100 100

PGPM+MBA
5%

PGDM
20%

EPGDM
40%
MBA
35%

Program enrolled for by the Respondents

Interpretation:-

The working professionals are more inclined towards EPGDM that is Executive PGDM

where the percentage is 40 and followed by MBA which is preferred by 35% of people.

Rest go for PGDM or PGDM+MBA

71
Q6. Which institute are you enrolled for?

Option Response Response in %

Welingkars 50 50

Ural federation University 2 2

Alliance University 30 30

Bhartiyar University 5 5

Narsee Monji Institute 13 13

Total 100 100

x:- Institute
y:-No. in %
60
50
40
30
20
10
0
Welingkars Ural Allaince Bhartiyar Narsee Monji
federation University University Institute
University

Institutes offering Distance Education

Interpretation:-Welingkars being a well-known institute is preferred by 50% of the

applicants for Distance Learning. Then we have around 30% of the applicants for

Alliance Business School followed by 13% of learners opting for Narsee Monji and 5%

for Bhartiyar University and left 2% for Ural Federation University.

72
Q7. Do you agree with the fact that your Age has motivated you to adopt

Distance learning?

Option Response Response in %

Strongly Agree 25 25

Agree 40 40

Neutral 10 10

Disagree 15 15

Strongly Disagree 10 10

Total 100 100

40
35
30
25
20
% of Respondants
15
10
5
0
Strongly Agree Neutral Disagree Strongly
Agree Disagree

Age factor motivating Adult Learners

73
Interpretation:-

Mean: - The mean of the data is 3.6

Standard Deviation: - 1.3

Hence the mean is 3.6 with deviation of 1.3.

Also we can observe that 40% of people agree that the age of the adult learners have

motivated them to go for distance education where in 25% strongly agree with the Age

factor. 15% disagree with the fact and 10% of them strongly disagree with the others

opinion. Rest 10% remain neutral about it.

74
Q8. Do you agree that for getting promotion you have adopted Distance

learning?

Option Response Response in %

Strongly Agree 40 40

Agree 30 30

Neutral 15 15

Disagree 10 10

Strongly Disagree 5 5

Total 100 100

t-Test: Two-Sample Assuming Unequal Variances

Male Female
Mean 3.797468354 4.333333333
Variance 1.573839662 0.533333333
Observations 79 21
Hypothesized Mean Difference 0
df 55
-
t Stat 2.517189732
P(T<=t) one-tail 0.007386657
t Critical one-tail 1.673033966
P(T<=t) two-tail 0.014773315
t Critical two-tail 2.004044769

75
Interpretation:-

H0: There is no difference in the perception of opting distance education according to Gender.

H1: There is significant difference in the perception of opting distance education according to

Gender.

The alpha level used is .05. The p value is less than .05; therefore researcher hypothesis H1 is

accepted.

So we find that there is significant difference among the perception of opting distance

education according to Gender.

76
Q9. What is the reason to adopt Distance Education over full time program?

Options Response % of Response

Lack of Time 50 50

Too Aged to go to college 30 30

Not enough money 15 15

Others 5 5

Total 100 100

Lack of Time
Too Aged to go to college
Not enough money
Others

Reasons to adopt Distance Education

Interpretation:-

50% of the Respondent adopt distance learning just because there is lack of time. 30% are

too aged to go to college and 15% do not have enough money and 55 have other reasons

to adopt Distance Learning Program.

77
Q10. What attracts you to adopt Distance Learning Program?

Option Response Response in %

No Relocation 20 20

Study+ Work 45 45

Online Classes 15 15

No travel and Accommodation

Expenses 20 20

Total 100 100

50
40
30
20
10
0
No Relocation Study+ Work Online Classes No travel and
Accomodation
Expenses

Attractive reasons to opt Distance Education

Interpretation:-

20% people prefer DLP just because they do not have to relocate. 45% prefer as they can

work and study together whereas 15% prefer it for online classes and left people prefer it

because of no travel and accommodation expenses

78
Q11. Who influenced you to take up distance learning program?

Option Response Response in %

Peers 25 25

Colleagues 35 35

Family 15 15

Counsellor 25 25

Total 100 100

40
30
20
10
0
Peers
Colleagues
Family
Counsellor

Factors influencing respondents to opt for distance education

Interpretation:-

25% Respondent were influenced by Peers and then 35% were influenced by colleagues

and 15% were influenced by their family members others were into a contact of

counsellor.

79
Q12. Has your Work Experience motivated you to adopt Distance learning?

Option Response Response in %

Strongly Agree 18 18

Agree 22 22

Neutral 35 35

Disagree 10 10

Strongly Disagree 15 15

Total 100 100

Strongly Agree
Agree
Neutral
Strongly Disagree
Disagree

Work Experience

Interpretation:-

18% People strongly agree that Work Experience motivated them to adopt Distance

learning and 22% agree with it. Rests 35% are neutral about it. 10% disagree with it and

15% strongly disagree with it.

80
Q13. Do you agree that higher package has motivated you to adopt Distance

learning?

Option Response Response in %

Strongly Agree 35 35

Agree 25 25

Neutral 15 15

Strongly Disagree 15 15

Disagree 5 5

Total 100 100

Disagree
Strongly Disagree 5%
16%
Strongly Agree
37%

Neutral
16%
Agree
26%

Higher Package motivating Distance Education

Interpretation: -37% People strongly agree that Highest Package motivated them to

adopt Distance learning and 26% agree with it. 16% are neutral about it. 16% disagree

with it and 5% strongly disagree with it

81
Q14. Is the program affordable for you?

Option Response Response in %

Yes 66 66

No 34 34

Total 100 100

Yes No

34%

66%

Affordable fee structure

Interpretation:-

66% of the respondents find the fee structure affordable whereas 34% do not find it

feasible.

82
Q15. What extra paid service you prefer availing in your DLP course?

Option Response Response in %

PCP Contact 25 25

Doubt Solving Session 35 35

Weekend Classes 15 15

Seminar & Conferences 20 20

Others 5 5

Total 100 100

40
35
30
25
20
15
10
5
0
PCP Contact Doubt Solving Weekend Seminar & Others
Session Classes Conferences

Additional Paid Services

Interpretation:-25% people pay for PCP contact whereas the Doubt Solving sessions

are being paid by 35% of people and 15% for the Weekend Classes. 20% pay for

Seminars & Conferences whereas 5% pay for other services

83
Q16. Do you think that doing Distance Learning Program will add to your

skills?

Option Response Response in %

Yes 72 72

No 28 28

Total 100 100

No
28%

Yes
72%

Addition of Skills

Interpretation:-

72% of the respondent found that DLP will add to their skills whereas 28% do not find it

feasible.

84
Chapter 5

Findings

85
 Findings

The findings and analysis of this study are based on the overall interpretation of the

questionnaire filled by students and secondary data.

1. The majority of the participants are male whereas few are female.

2. Half of the participants are mainly from the service sector and one-third

businessman whereas one-fourth are home makers and rest belonged to other

classes.

3. More than half of the students enrolled are between the age of 20 and 30, and the

31-45 age group had one-fourth of students few from 46-60 age group rest were

above 60 years

4. The working professionals are more inclined towards EPGDM that is Executive

PGDM. Most of them opt for Welingkars being a well-known.

5. Around majority of students has 5- 10 years of work experience and one-third of

them has 2-5 years of work experience other are from 0-2 years of experience

6. Around 1/4thpeople prefer DLP just because they do not have to relocate rest

prefer as they can work and study together whereas most of them are inclined for

online classes and left people prefer it because of no travel and accommodation

expenses.

7. Half of the respondents adopt distance learning just because there is lack of time.

8. 1/4th people prefer DLP just because they do not have to relocate. Most of them

prefer as they can work and study together whereas one-fourth prefer it for online

86
 classes and left people prefer it because of no travel and accommodation

expenses.

9. One-fourth of the respondents are influenced by peers and then many are

influenced by colleagues and few are influenced by their family members others

are into a contact of counselor.

10. Around one-fourth people strongly agree that highest package motivated them to

adopt distance learning and few agree with it. Few are neutral about it. Rest either

disagree or strongly disagree with it.

11. Around one-fourth people pay for PCP contact whereas the doubt solving sessions

are being paid by most of people and one-sixth for the weekend classes. Few pay

for seminars & conferences whereas very few pay for other services.

12. Most of the respondent found that DLP will add to their skills whereas rest do not

find it feasible.

87
 Suggestions

On the basis of my research report I would like to recommend following things to the

institutes involved in the Distance Learning Programs are:-

1. They should try to focus more on the female adult learners as they are still

not coming forward to opt for the distance learning programs.

2. Most of the respondents find the promotions as the influencing factor to go

for these programs so specialized programs should be made for such

people.

3. More of the doubt solving sessions and campus mode should be promoted

so that people can face to face solve their queries and problems.

4. All the respondents have been influenced by their peers or basically

through families whereas very few of them get to know about the courses

through counselors so we should concentrate that the counselors are

targeting untapped people and guide them in proper manner.

5. Few of them find the fee structure to be not appropriate so specially

designed course for such people at affordable rates should be available.

6. Proper counseling should be given to participants so that they are not

getting discouraged due to Age Factor to adopt campus mode for distance

learning.

88
Chapter 6

Conclusions

89
 Conclusions

The Distance Learning Program has become popular these days and many of the working

professionals as well as business people who cannot go to the classes due to lack of time

are opting for Distance Programs.

These are mainly the male adult learners who find the DLP to be very beneficial for their

promotions and the increments. They basically believe that their work experience and

their age have motivated to go for distance education.

Also when it comes to the adult learners mainly they are motivated by the peers and

colleagues to opt for these programs.

All the paid and unpaid facilities provided by the institutes to these candidates are highly

appreciated by them as these factors also influence them to opt for these programs.

They have helped males and females who cannot attend regular classes can pursue their

higher education.

90
 Bibliography

Journals:-

U.S. Department of Education. (2001). Distance education at postsecondary

education institutions. Washington, DC: Author.

Chyung et al., 1998; Doo & Kim, 2000; Levy, 2003, 2007; Shea, Pickett, &

Pelz, 2003

Chun, H., & Hinton, B. (2001). Factors affecting student completion in distance

learning mediated HRD baccalaureate program. In O. A. Aliaga

(Ed.), Proceedings of the Academy of Human Resource Development (pp. 85

992). Baton Rouge, LA: AHRD.

National Committee of Enquiry into Higher Education. (2001). Report of the

national committee. Retrieved November 25, 2004.

Goddard, A. (2000). Big brands key to e-university. Times Higher Education

Supplement.

Board of Adult of Education 1971 A Report o f a Research Project on the

Financing of Adult Education in Kenya Nairobi

Brown, K. M. (1996). The role of internal and external factors in the

discontinuation of off-campus students. Distance Education.

Cabrera, A.F., Castaneda, M.B., Nora, A., & Hengstler, D. (1992). The

convergence between two theories of college persistence. Caleb (1728): History

of Distance Learning.

91
Books:-

Kothari CR, Research Methodology Methods & Technology, Published by New

Age International (P) Ltd., Publisher(2004).

Creswell John, Research Design: Qualitative, Quantitative and Mixed Methods

Approaches, Published by Sage Publication (2002)

Anderson Terry, The Theory and Practice of Online Learning, Published by

Athabasca University Press (2008)

Websites:-

www.jaro.in accessed from 15th January 2017 to 15th April 2017

www.welingkars.org.in from 22nd February 2017 to 18 March 2017

www.ifeel.edu.in from 22nd February 2017 to 18th March 2017

www.b-u.ac.in from 22nd February 2017 to 18th March 2017

www.nmims.edu from 22nd February 2017 to 18th March 2017

92